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COREs ELA Lesson Planning and Preparation Form

Lesson Title: What are Seasons? Standards:

Learning Objective(s): Materials: Spring Worksheet, Summer
Worksheet, Fall Worksheet, Winter
To help students identify the
Worksheet, Colored Pencils, Construction
difference between the four seasons
Paper, Glue Sticks, Safety Scissors, Magnets.
and other key points to understanding
weather and how it is monitored.
Language Objective for ELs:
Key Vocabulary: Winter, Summer, Fall, Spring,
Weather, Seasons, Heat, Thermometer,
Temperature, Calendar, Wind Sock, Weather
Lesson Source (program, page, etc.): Patterns.

Key Background Knowledge: CCSS Instructional Shifts Addressed:

Students will already have an idea of Balance of Informational & Literary Text Text-
summer and winter seasons. Also, students Based Answers
should feel confident in deciphering Knowledge in the Disciplines Writing from
between a hot temperature and a cold Sources
Staircase of Complexity Academic

Depth of Knowledge Levels Addressed:

Level 1: Recall & Reproduction Level 3: Strategic Thinking & Reasoning
Level 2: Skills &Concepts Level 4: Extended Thinking
Questions and/or tasks addressing targeted levels:

Formative Assessment How will you and your students know if they have met the objectives of the lesson?
I will be able to ask the students questions regarding the seasons and have them answer without either 1. Having to lead
them to the answer, or 2. Have them confidently explain to other students certain concepts that we went over in class. At
the end of class, we will do a review quiz so we can assess what the students learned.

Teacher actions Student actions

Intro (__10_ minutes) Brief preview/explanation of objective and Discuss with peer what
expectations. their favorite season is and
Ask students if they know what the four seasons are. why.
Ask students to describe the current season, and
things they notice about it.
Have students parted up and have them talk about
what their favorite season is and why.
Show students and short video with a song aboutThe

2013 Consortium on Reaching Excellence in Education, Inc.

COREs ELA Lesson Planning and Preparation Form

Model/Demonstration (__30_ minutes) Explicit explanations, Determine what

think-alouds, visual or worked models, small steps working toward clothes to wear during which
mastery, etc.
Instruct students to grab a supply box from the back of Be prepared to answer
the classroom. (This includes safety scissors, colored pencils,
crayons, and glue sticks.) questions after finishing the
Pass out the seasons worksheets. (Summer, Winter, worksheets.
Fall, Spring)
Instruct students to work on the worksheets with a
Walk around the classroom and informally ask the
students questions about the worksheets. (Why do you wear a
jacket in the winter? Why do you wear flip flops in the summer?)
While the students are working, cut out the pictures on
the worksheets and attach magnets to the back. Stick these on
the board.
Guided Practice (20__ minutes) Checks for Turn in your
understanding/misconceptions, strategies for engagement, and feedback worksheets
for extending, confirming, and/or correcting student responses.
Gather in front of the
Draw 4 columns on the board. whiteboard
Call 4 groups up and ask them to put the correct
clothing in the correct columns. Place the correct
Once the students have finished, ask the class to clothes in the correct season.
chime in.
Why is or isn't this correct?
Monitor Checks for understanding/formative assessment.
Have students take a mini quiz reestablishing what we covered about the seasons.

Adjust Instruction/Reteaching Support for students who are Ask teacher if you
not mastering the concept or skill and/or English language learners or are not understanding.
students needing intensification.
Offer extra help to students who are not grasping the
Offer worksheets they can take home to practice.

Repeat Guided Practice/Monitor/Adjust as Needed

2013 Consortium on Reaching Excellence in Education, Inc.

COREs ELA Lesson Planning and Preparation Form

Independent Practice/Extension/Connections/Tutoring Practice, extensions, or applications of the

skills/concepts learned. Tutoring for students requiring additional support.
Encourage students to go home and find something in nature that has to do with one of the seasons we
talked about, and bring it in next class for show and tell.

Closure (__5_ minutes) Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson

Review what we learned and then send them home to talk with their parents about
today's lesson. Send a notice with the student to explain what we learned and

2013 Consortium on Reaching Excellence in Education, Inc.